Grade: 10/High School Subject: Biology Author: Brianne Duffy
All Eyes on Your Genes
Standards: LS3(9-11)7b - investigating how the sorting and recombination in sexual reproduction results in a variety of possible gene combinations in the offspring of any two parents (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
Context: This lesson will be a continuation of Lesson 1. We will be hitting on Agenda #2 for Phase 1 of the whole unit. In class, we will be watching two videos to help students understand the idea of common ancestry. We will then dive into sharing our "Where'd You Get Your Genes?" assignments. I will introduce a dihybrid cross, first using reference from Mendelian Peas, then starting the Chicken Genetics worksheet. Each student will be given a chance to try and practice a dihybrid cross. The class will review and be prepared to spend the remaining time completing Quiz #1.
Opportunities to Learn: Materials:
- Migrations Sensations Video
- A Piece of the Pie Video
- Smartboard/Projector
- Punnett Square practice sheets
- Chicken Genetics
- Completed "Where'd You Get Your Genes?" assignments
- Quiz #1
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives: The objective today will be to review topics learned the day prior, introduce the idea of a common ancestor, dihybrid crosses and take the quiz.
Students will be able to show understanding of information learned the class prior through presenting their "Where'd You Get Your Genes Assignment?" to the class.
Students will be able to begin recognizing the science of having a common ancestor through reasoning and knowledge attained from the video clips.
Students will be able to apply the concept of Linked Genes through completion of Dihybrid Crosses.
Instructional Procedures: Opening: (20 minutes) Students will come into class, sit down and be told we will be starting with a few video clips. After the clips are shown I will lead a short class discussion about what was shown in the videos. Prompts for this discussion may look as follows:
What do you think of that? Does it feel weird to know we're all related somewhere along the line?
If you had envisioned your own genetic pie charts, do you think you would envision it differently now?
Giving students the idea of a common lineage will help students be better prepared for the Evolution unit, and will also broaden their perspectives on inheritance patterns.
Body: (70 minutes) This lesson will be geared towards covering the rest of Phase 1. The topics covered in this lesson will be referred to as Agenda #2. Within Agenda #2, some members will share their assignments and the three traits they selected to investigate. Each presentation should only take about 90 seconds. I will model this by sharing my version of the assignment. The class will wrap-up sharing, and we will move on to discovering dihybrid crosses. After students are given ample amount of time to feel confident the have mastered the Punnett Square, we will move on to review the Powerpoint. Students will take a quiz for the remainder of the class time. The break down for Agenda #2 goes as follows:
Students will enter the room and be ready to record in their Science Journals. There will be a prompt on the board that will ignite thought towards some of the subjects that will be covered in class. A possible prompt could be: What would you say if someone said you were related to Abraham Lincoln? How about a great blue whale? How does this make sense? Hint* Think about genetics.
Agenda #2
Opening: Watch videos and discuss (25 minutes) Students will complete journals while the class is settling in. After having enough time to finish their thoughts, I will begin explaining why it is important to think about these concepts. This will segway into the videos well, as I can introduce the videos kind of like so: Though this may be hard for you to think about, it is possible. I have a video that can show us a thing or two about discovering our genetic past.
*Note: The video uncovers 3 individuals genetic relations to parts of them they may have never known about.
- Students will be asked to think about the following: Think about what you wrote in your journals, what you already know about genetics and what these videos say about genetics. How would this information change some peoples lives?
Pass in homework/Share (10 minutes) Students will share one trait they looked at with the class. They will be asked to explain why they picked this trait, what the Punnett Squares showed, share their reasoning and if there are other family members that support that trait. I will then tell students that we will be reviewing the topics quickly, introducing the Dihybrid Cross and begin a worksheet.
Review PPT from Agenda #1 (5 minutes) Begin introducing Dihybrid Cross through questioning. Are their any traits that you usually see together? Red hair, fair skin and freckles, maybe? What else? (allow for answers) We can take a look at traits that appear together through doing a Dihybrid Cross. Dihybrid crosses introduce the concept of linked genes, which will become part of the unit in later lessons.
Introduce Dihybrid Crosses and the concept of linked genes (15 minutes) - This will be done on the Whiteboard, students will copy the dihybrid cross example into their notebooks. Key concepts on the quiz will be reviewed during this lesson, as they are major concepts that need to be mastered to be built upon.
Start Chicken Genetics Worksheet (10 minutes) *This will not be apart of the portfolio.
Quiz 1 (Until the end of class)
If students finish early, they will continue to work on Chicken Genetics
Assessment:
Students will be assessed based on their in class performance, how well* they do on the quiz and their final collection of work for the unit. *Well: defined as - In a class of 22/24 students, 90% of the students should pass the quiz with at least 80% proficiency.
Tiering Options: Tiering should be done based on the quiz. Honors students may have an adjusted quiz to increase the level of difficulty.
Subject: Biology
Author: Brianne Duffy
All Eyes on Your Genes
Standards: LS3(9-11)7b - investigating how the sorting and recombination in sexual reproduction results in a variety of possible gene combinations in the offspring of any two parents (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
Context: This lesson will be a continuation of Lesson 1. We will be hitting on Agenda #2 for Phase 1 of the whole unit. In class, we will be watching two videos to help students understand the idea of common ancestry. We will then dive into sharing our "Where'd You Get Your Genes?" assignments. I will introduce a dihybrid cross, first using reference from Mendelian Peas, then starting the Chicken Genetics worksheet. Each student will be given a chance to try and practice a dihybrid cross. The class will review and be prepared to spend the remaining time completing Quiz #1.
Opportunities to Learn:
Materials:
- Migrations Sensations Video
- A Piece of the Pie Video
- Smartboard/Projector
- Punnett Square practice sheets
- Chicken Genetics
- Completed "Where'd You Get Your Genes?" assignments
- Quiz #1
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives: The objective today will be to review topics learned the day prior, introduce the idea of a common ancestor, dihybrid crosses and take the quiz.
Instructional Procedures:
Opening: (20 minutes) Students will come into class, sit down and be told we will be starting with a few video clips. After the clips are shown I will lead a short class discussion about what was shown in the videos. Prompts for this discussion may look as follows:
- What do you think of that? Does it feel weird to know we're all related somewhere along the line?
- If you had envisioned your own genetic pie charts, do you think you would envision it differently now?
Giving students the idea of a common lineage will help students be better prepared for the Evolution unit, and will also broaden their perspectives on inheritance patterns.Body: (70 minutes) This lesson will be geared towards covering the rest of Phase 1. The topics covered in this lesson will be referred to as Agenda #2. Within Agenda #2, some members will share their assignments and the three traits they selected to investigate. Each presentation should only take about 90 seconds. I will model this by sharing my version of the assignment. The class will wrap-up sharing, and we will move on to discovering dihybrid crosses. After students are given ample amount of time to feel confident the have mastered the Punnett Square, we will move on to review the Powerpoint. Students will take a quiz for the remainder of the class time. The break down for Agenda #2 goes as follows:
- Students will enter the room and be ready to record in their Science Journals. There will be a prompt on the board that will ignite thought towards some of the subjects that will be covered in class. A possible prompt could be: What would you say if someone said you were related to Abraham Lincoln? How about a great blue whale? How does this make sense? Hint* Think about genetics.
Agenda #2Assessment:
Students will be assessed based on their in class performance, how well* they do on the quiz and their final collection of work for the unit.
*Well: defined as - In a class of 22/24 students, 90% of the students should pass the quiz with at least 80% proficiency.
Tiering Options:
Tiering should be done based on the quiz. Honors students may have an adjusted quiz to increase the level of difficulty.
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